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Integrating the Ideas of Mindful Meditation into Physical Activities to Improve Executive Function Skills of Kindergarten Children: A Buddhist Religious-Educational Perspective Aligned with SDGs

Jiraporn Chano(1), Archrawadee Srijaroon(2), Bovornpot Choompunuch(3),


(1) Mahasarakham University
(2) Mahasarakham University
(3) Mahasarakham University
Corresponding Author

Abstract


This literature review explores the integration of Buddhist mindfulness and physical activity to improve executive function skills among kindergarten children. Executive functions (working memory, inhibitory control, and cognitive flexibility) are essential for early cognitive and emotional development. Drawing from educational and religious perspectives, this study synthesizes findings from 1,006 publications using the keywords “mindful AND meditation.” Bibliometric analysis reveals growing interdisciplinary interest in mindfulness-based cognitive development. The review highlights how Buddhist meditative principles, when combined with physical activities, foster holistic learning. This integration promotes moral discipline, emotional regulation, and attentional control in young learners. The approach supports both educational advancement and spiritual values, aligning with sustainable development goals (SDGs): SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education). By framing mindfulness as a culturally rooted and religiously meaningful practice, this study offers a model for enhancing executive function through a balanced religious-educational framework.

Keywords


Buddhism; Executive function; Kindergarten; Mindfulness; Religious education; Sustainable development goals (SDGs).

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